Supervision

Supervision is an administrative process through which the leader ensures that his

subordinates are all contributing towards effective learning process. Hammock and Owing

in Nwaogu (1980) stated that supervision attempts to look into the organization of learning

programmes, the grouping of students, method of evaluating, reporting and determining

pupil’s progress, the content of the curriculum, the teaching methods, the philosophy and

practicing of discipline, the time schedule, place and procedure of staff meetings, procedures

used in parents conference, the study and use of the community resources. All these are

evaluated and thoroughly discussed in the attempt to improve the learning and growing of

the students. The concept of supervision is one that describes a process that is common to all

professions and occupations. No organization can function effectively without it.

Supervision is an interaction between at least two persons for the improvement of activity. It

is a formative, supportive and developmental process designed to improve and process of

guiding encouraging, directing and motivating workers so as to improve their output

Purpose of Supervision

The purpose of instructional supervision in the school systems according to Nnabuo (1996)

are: (a) To develop educational goals;

(b) To control and co-ordinate educational activities;

(c) To motivate lecturerss and other staff;

(d) To solve problems in educational organization;

(e) To develop teaching professionalism;

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(f) To evaluate or assess educational outcomes.

In addition, instructional supervision is needed to ensure that each individual lecturer

within the school system had been performing the duties for which he was scheduled and to

improve the effectiveness of lecturers so that they could contribute meaningfully to the

attainment of the system’s goal. It could be summed up that the purpose of instructional

supervision is to improve teaching and learning process for the benefit of the student,

lecturers and society. Qualities of a Good Education Manager and Supervisor Scholars have

identified lecturer’s competence to relate to effective planning, management and evaluation.

Lowise Back in Nnabuo (1996) finally came up with some characteristics a good school

supervisor must possess. These are

1. He/she must adapt at helping young people control themselves and even more adapt at

controlling himself;

2. Be a good listener and less talker;

3. Be attuned to the needs of others;

4. Be a good counsellor;

5. Know how to be fair and firm;

6. Lead without appearing to dominate; and

7. Be able to share the process of planning and directing others.

Similarly, Akinade (1996), Peretomode (2003) in Agih (2013) identified some of the

qualities of a good school manager as technical skill, human skill, conceptual skill,

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emotional stability, ability to motivate others, honesty, commitment to duty, clear vision and

goal. What to Supervise There are many things to supervise. These include the school

programme and resources, assessment of Principals (other head lecturers), the lecturers, the

nonacademic staff, the students, the school plants (facilities and equipment), the school

account, the school project and school records. Also, the indicators of quality in education

as discussed in the proceeding text are others items to supervise.

Types of Supervision

Jaiyeoba (2006) categorized supervision under two types:

i. Internal supervision

ii. External supervision

Internal Supervision

As the name implies, this is the type of supervision carried out by the internal

supervisor in the school as the management, their assistant or the heads of departments.

It is also referred to as within school supervision. An example of effective internal

supervision is clinical supervision. This is a clinical approach to school supervision.

According to Goldhammer and Krajeweski (1969), clinical supervision refers to a close

observation, detailed face-to-face interaction between the supervisor and the lecturers

with the aim of binding the two in an intimate professional relationship. Clinical

supervision is often perceived as a model with certain stages or cycle of phases. In 1969,

Goldhammer and his colleague, with the basic ideas they got from Morris Cogan,

specified a five stages or cycles of supervision.

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These are:

a. Pre-observation conference;

b. Observation;

c. Analysis and strategy;

d. Supervision conference;

e. Post conference. External Supervision

This is the type of supervision carried out by people designed by the Ministry of

Education to carryout supervision in schools. This used to be known as inspection. They

include those who go by the titles, Chief Inspector of Education, Deputy Inspector of

Education, Zonal Inspector of Education, etc. These are Inspectors who are expected, as

their primary responsibility, to inspect schools and work directly with lecturers to

improve the quality of instruction in school.

Types of External Supervision

External supervision can further be divided into four main types namely:

i. Full inspection

ii. Follow-up inspection

iii. Partial inspection

iv. Recognition inspection / certification inspection

Full Inspection

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In this type of inspection every aspect of the school is supervised. These include the

teaching staff, non-teaching staff, subjects taught in the school, the mode of assessment

of students, school records, equipment, school plant, overall organization of the school

among others. It is carried out to ascertain the level of school performance in the aspect

of curriculum implementation, distribution of duties, school organization and general

discipline in school. Follow-up Inspection

This is the supervision carried out to assess the actions taken on the recommendations

and suggestion made in the report on the full inspection. It is embarked upon so as to

find out if the actions taken are achieving the desired objectives. This type of

supervision helps in encouraging the staff to strive for greater professional efficiency. It

also helps in stimulating interest for educational development in the students.

Partial Inspection

In this type of supervision, the supervisory practice is limited in scope. It does not

involve every aspect of the school life neither does it involve a team of experts up to the

level of full inspection. Certificate Inspection It is a form of school inspection intended

for individual lecturers that needs upgrading for one reason or the other. It is useful for

confirmation at the appointment at the end of the lecturers’ probation period. Here,

inspectors are not expected to pose themselves as faultfinders or mere critics, but as

helpers, advisers and inspires in every possible way to attain desired standard in the

school

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Recognition Inspection

Another type of inspection related to certification inspection is recognition. It is a type

of inspection that is usually conducted on a young school which, in practice, has had an

advisory visit and is now seeking to gain accreditation as centre for public examinations

such as the Senior School Certificate Examination (SSCE) and the National Technical

Examination (NTCE). It is designed to assess the standard as well as the preparedness of

any institution seeking accreditation to the examinations conducted by public bodies (for

example, WAEC, NABTEB, NECO) with a view to recommending them for approval

by such bodies.

Stages of External Supervision

Supervision involves three stages namely:

i. The preparation stage

ii. The real supervision or observation stage

iii. The conference stage

The Preparation Stage

This is the period prior to supervision. At this stage, the school or person to be

supervised is informed. The type of supervision or person to be supervised is informed.

The type of supervision to be carried out is communicated so that adequate preparation

can be made. Adequate plans for supervision for successful supervision are made at this

stage. The supervisor plans for those aspects of the school that would be supervised.

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The Real Supervision or Observation Stage

This is the stage at which the real observation is carried out. The supervisor(s) visit the

school/classroom and observe the situation. Those aspects to be supervised as previously

planned would be supervised and notes would be taken.

The Conference Stage

This is the last stage. At this stage, meeting is held with those supervised. Findings

during observation are discussed at this stage. The schools/lecturers are commended

where necessary and areas of weaknesses are brought into focus for improvement.

Suggestions/recommendations are made for improvement.

Problems of School Management and Supervision

Some of the recurring problems in the management of schools, which are general to

almost all the levels of education in the country, are:

i. Inadequate funding

ii. Poor infrastructure

iii. Poor teaching/learning facilities

iv. Low morale of staff

v. Politics

vi. Poor planning

vii. Implementation problems

viii. Inexperience personnel (Supervisors

ix. Inconsistency in government policies

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The Way Out

a. The Ministries of Education and Management of The polytechnic, Ibadan should

ensure that only qualified lecturers are employed. Head lecturers should have basic

qualification in educational administration.

b. There should be at least 2 assistant supervisor. These personnel will help the

supervisor in his/her administrative duties so that more attention is given to supervision.

c. The Institution should think of how to generate more revenue without increasing

school fees arbitrarily in order to facilitate the provision of some basic education

facilities for learning. This will enhance the functions of the supervisor.

d. supervisors should be sponsored to attend refresher courses in school administration

to be abreast with current best practices. Conferences, seminars, workshops, etc. are

usually quite helpful.

e. School managers and supervisors should focus their functions based on constructive

analysis and the reinforcement of successful patterns rather than on the condemnation

of unsuccessful patterns. (Most supervisors often indulge in fault finding and negative

feedback rather than been corrective).

f. School supervisors should not be feared or seen as constituting a threat. (Most

lecturers still entertain fear at the visit of school inspectors and supervisors). g.

Supervisors should try not to be lecturers of lecturers but rather help lecturers to

become co-supervisors. This is likely to result in a change of behaviour of the lecturers.

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When this happens, the lecturers and supervisors are likely to have common

responsibility as colleagues for the improvement of teaching and learning.

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Conclusion

In this discussion, we have examined the concepts of supervision, and found that

effective supervision are focused on improving the teaching competence and general

well being of the school system. This invariably impacts positively on students’

achievement and educational development of the society. Without proper school

supervision, the rationale for effective instructional services in the schools is therefore

underscored. Unfortunately, the inadequacies of effective school management and

supervisory practice in the country generally have been revealed, given the dearth of

qualified personnel and other education facilities to enhance teaching and learning. This

therefore makes a strong case for the school supervisory network championed by the

head lecturers as partners in progress. In doing this, the paper has emphasized clinical

supervision and effective administration of schools by the various head lecturers, which

if properly done will actualize the primary objective of the school- effective teaching

and learning.

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